School WEST PALALE NATIONAL HIGH SCHOOL Grade level 11

Teacher JOHNCENT ROY C. TIBORDO Learning area Reading and Writing Skills
Teaching Dates and Time February 13-17, 2023 Quarter 3

Session 1 Session 2 Session 3 Session 4 Session 5

I. OBJECTIVES
A. Content Standards The learner realizes that information in a written text may
be selected and organized to achieve a particular purpose.
B. Performance Standard The learner critiques a chosen sample of each pattern of
development focusing on information selection, organization, and development.
C. Competencies/ Objectives Distinguishes between and among patterns of development in writing across disciplines (EN11/12RWS-IIIbf-3).
(LC Code) Read text for a purpose.
Write paragraphs using various patterns of developments.
Value the use of different patterns of development.
II. CONTENT Patterns of Development - Patterns of Development - Patterns of Development - Patterns of Development -
Narration Description Definition Exemplification/ Classification
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages CLMD4AREADING & CLMD4AREADING & CLMD4AREADING & CLMD4AREADING &
WRITINGSKILLSSHS.pdf, pp. WRITINGSKILLSSHS.pdf, pp. 4 WRITINGSKILLSSHS.pdf, pp. 7 WRITINGSKILLSSHS.pdf, pp. 10
3
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Agena, M.G., Gabelo, N., Geron, C., (et. al.). (2016).
Reading-Writing Connection for the 21st Century Learners for Senior High School. Malabon City: Mutya
IV. PROCEDURES
A. Reviewing previous lesson The students will be grouped The teacher will tell the students The students will be grouped Pinoy Henyo
or presenting the new into 5. that they’ll be having “Show and into 5. The students will be divided into
lesson They will rearrange the given Tell Me” activity with the same Reading Activity (Appendix 3) 2.
sentences to come up with the group.
expected pattern. pp. 3 The teacher will assign each
group a set of pictures from the
reading text they had during the
narration lesson as a starting
point.
The teacher will instruct each
group to gather information about
the picture from the reading text
or if there is no information
provided, students will be asked
to put the necessary information
or description about it on their
own.

(See Appendix 3)
B. Establishing a purpose for The students will process the The groups will work with the Let each group answer the
 the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. . Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
questions that ill arrive to the
features of a narration as a
pattern of paragraph
development.
Grp. 1- Question 1
Grp. 2-Question 2
Grp. 3-Question 3 etc…
Each group will analyze a text.
(See appendix 1)
Each group will answer the
following questions:
1. What is the general
characteristic of the
reading text that you
read? (Narrative)
2. What are the
elements that are
found in the texts?
3. How is the text
structured?
4. What transitional
words are used to
present the ideas?
5. What is the usual
topic of the narration?
( Come up with the
idea of experiences)
Students will answer what I
have learned, pp. 4.
Ask the group if each of the
description is either:
a. It describes something
without conveying the
writer’s own emotions.
This kind of description
is used in technical or
scientific writing but can
also be used in other
kinds of writings.
b. It conveys feelings and
emotions about a
person, place, or thing.
In addition to conveying
impressions, subjective
descriptions contain
specific details, just as
objective descriptions
do.
Stress that these two are the
types of description ; a) objective;
b.) subjective
Students will answer ‘’What I
Have Learned’’ pp.6
graphic organizer. Let each
group explain the output.
The teacher initiates a
collaborative discussion of
Definition. Pp: 7
following:
1. How did you like the
activity?
2. What challenges did you
encounter during the
activity?
3. How were you able to
come up/guess the word
given?
4. Do you think it would be
related to the pattern of
the previous activity or
would it be another
pattern?
Let each group do the What’s
New, pp. 10-11.
After, let them answer the
following:
1. How will you describe
the pattern of the
paragraph?
2. What connecting words
are often used?
3. Point out the following in
the paragraph:
a. Topic sentence
b. Supporting
sentence
c. Concluding
sentence
 abstractions about the
lesson
I. Evaluating learning Text Analysis Defining words. (see appendix Let students answer the do the
4) activity. (see appendix 5)
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% in the evaluation.
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
have caught up with the
lesson.
D. No.of learners who continue to
require remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Prepared by:

JOHNCENT ROY C. TIBORDO

Master Teacher I

Checked:

MARY GRACE M. CABILI

Principal II
Appendix 1:

Group 1:
The Flowers from the Moon

High in the mountains of Mt. Kubo, a far, less travelled and quite unknown place lived a tall, dark and handsome prince
whose great wish was to journey to the moon, because he loved its gentle glow. His dream finally came true, when the full
moon came. When he reached the glowing and brilliant moon he discovered its light came from the moon king’s beautiful
and gorgeous daughter.

He meet the moon king’s daughter and the two young people soon fall in love, but the worlds they come from was just too
different and soon they had to part. As a sign of her great love, the moon king’s daughter gave the prince one of the
smooth and lovely flowers that covered the moon like snow and this was how the first alpine flower was brought to earth.

Taken from 366 and More Fairy Tales, 1990

Guided Activity 1 Story Elements
Theme:
Setting:
Main Character/s in the text:
Main Characters problem/goal:
Plot:

List what happened in order.

1.
2
3.
4.
5.

Group 2:
Saint Valentine

Saint Valentine was a tall, blue-eyed priest who lived long ago at the time of the Roman Emperor, Claudius II. Claudius
would not let soldiers marry. However, Valentine secretly performed marriage services for them. Then, he was discovered
and was thrown in a dark and dirty jail. Valentine fell in love with the jailer’s daughter while he was in prison. On the day
he was put to death he sent her a little note which he signed, Your Valentine. Nowadays, many people think that Saint
Valentine’s Day has something to do with that story.
(Adapted from Child craft-Celebrations) http://englishjuniorhighschool.blogspot.com/2012/04/saint-valentine-saint-
valentine- was.html
Guided Activity 1 Story Elements
Theme:
Setting:
Main Character/s in the text:
Main Characters problem/goal:
Plot:

List what happened in order.

1.
2
3.
4.
5.
Group 3

Babu and the Lion

One day, there was a slave whose name was Babu. His master was very, very bad. You know, he often punched Babu and
did not offer him food for days. Poor Babu! So he escaped into a forest and slept in a cave.

Next morning, he heard a loud roar. In front of him...., at the mouth of the cave..., was a very big lion. You see, Babu was
scared to death! Kind of scary, isn’t it? But he could not escape.

But the lion didn’t attack him. It was tamed. There was a large thorn in its right front foot. The lion looked at Babu. It
seemed to say something like:”Please help me. It’s very painful.” Babu walked bravely to the lion and pulled out the
thorn. Babu and the lion turned out to be friends.
Retrieved from: http://englishjuniorhighschool.blogspot.com/2012/05/babu-and-lion-one-day-there- was-slave.html

Guided Activity 1 Story Elements

Theme:
Setting:
Main Character/s in the text:
Main Characters problem/goal:
Plot:

List what happened in order.

1.
2
3.
4.
5.

Group 4
Long time ago, in a small village near the beach in West Sumatera, lived a woman and her son, Malin Kundang.
Malin Kundang's father had passed away when he was a baby, and he had to live hard with his mother. Malin Kundang
was a healthy, dilligent, and strong child. He usually went to the sea to catch fish, and brought it to his mother, or sold it in
the town.

One day, when Malin Kundang was sailing as usual, he saw a merchant's ship which was being raided by a small
band of pirates. With his brave and power, Malin Kundang defeated the pirates. The merchant was so happy and asked
Malin Kundang to sail with him. Malin Kundang agreed. Many years later, Malin Kundang became a wealthty merchant,
with a huge ship, loads of trading goods, many ship crews, and a beautiful wife. In his journey, his ship landed on a beach.
The villagers reconigzed him, and the news ran fast in the town: Malin Kundang became a rich man and now he is here.
His mother, in deepful sadnees after years of loneliness, ran to the beach to meet her beloved son again.

When the mother came, Malin Kundang, in front of his well dressed wife, his crews and his own gloriness, denied
to meet that old, poor and dirty woman. For three times she begged Malin Kundang and for three times yelled at him. At
last Malin Kundang said to her "Enough, old woman! I have never had a mother like you, a dirty and ugly peasant!" Then
he ordered his crews to set sail.
Enraged, she cursed Malin Kundang that he would turn into a stone if he didn't
apologize.

Malin Kundang just laughed and set sail.

In the quiet sea, suddenly a thunderstorm came. His huge ship was wrecked and it was too late for Malin Kundang to
apologized. He was thrown by the wave out of his ship, fell on a small island, and suddenly turned into stone.

http//www.st.rim.or.jp/~cycle/#second
Guided Activity 1 Story Elements
Theme:
Setting:
Main Character/s in the text:
Main Characters problem/goal:
Plot:

List what happened in order.

1.
2
3.
4.
5.

Group 5:

Through time men have waged war. Some for power, some for glory, some for honour. and some for love.
In ancient Greece. the passion of two literature’s of most notorious lovers. Paris prince of Troy and Helen , Queen of
Sparta ignited as a war that would devastate civilization. When Paris spirits away from her husband, King Menelaus, it
was an insult that could not be suffered. Familiar pride dictated that an affront to Manelaus was an affront to his brother,
powerful King of the Mycenaeans , who soon united all the massive tribes of Greece to steal Helen back from Troy in
defence of his brother’s honour.
In truth, Argamemnon’s pursuit of honour was computed by his overwhelming greed-he needs to conquer Troy to control
seize of the Aegean, thus insuring the supremacy of his already vast empire. The walled city under leadership of King
Priam and defended by mighty prince Hector, was a citadel that no army had ever been able to breach.

One man alone stood as the key to victory or defeated over Troy – Archilles , believed to be the greatest warrior alive.
Arrogant, rebellious and seemingly invincible, Archilles had allegiance to nothing and no one, save his own glory. It was
his insatiable hunger for eternal renown that led him to attack the gates of Troy under Agamemnon’s banner – but it
would be love for Brisies, Prince Hector’s Cousin that ultimately decided his fate.
Two words would go to war for honour and power. Thousands would fall in our suit of glory. And for love, a nation
would burn to the ground.
<Channel4.com/film TroyE4>
Guided Activity 1 Story Elements
Theme:
Setting:
Main Character/s in the text:
Main Characters problem/goal:

Plot:

List what happened in order.

1.
2
3.
4.
5.
Appendix 2:

Group 1
Alpine Flowers Mountain

Moon

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________
 Group 2
Saint Valentine Jail

Note

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________
 Group 3
Lion Forest

Babu

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________
Group 4
Sea Merchandise Ship

Strong Boy
 Group 5
War Ancient Greece

Helen of Troy

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________
Appendix 3

ORGANICALLY SPEAKING
Organic – free from chemical injections or additives, such as antibiotics or hormones.

WHERE WE ARE NOW

When it comes to food and beverages these days, the word “organic” has blanketed the entire health and fitness
industry. As the above definition states, organic food and drink is free of antibiotics, hormones and pesticides. So
many people who want to stay away from these chemicals have gone to a diet consisting mostly or exclusively of
organic items. Consuming foods in this state is seen to be as close to natural as it gets, which makes it highly
sought after when trying to get and stay healthy.

The interesting thing about consuming organic foods is that it has somehow become “the Holy Grail” for so
many. They figure that if they consume a diet of exclusively or mostly organic items, then they are bound to be
more healthy and fit. The term organic simply points out the fact that the item is in its most natural state possible
before you consume it. It doesn’t account for the amount of calories, fats or anything else that may be detrimental
to your quest for creating the best you. Just because something is organic doesn’t mean it is good for you – I’d
rather have you eat a non-organic apple over a bag of organic potato chips any day!

THE TRUTH IS IN THE PUDDING

And that’s just it: so many people fail to realize that there are so many organic food items that are just as bad or
even worse for you than those that are not organic. The word organic in and of itself does not make a good or
beverage option healthy. You still need to investigate each item, organic or not, to make sure that what you are
consuming is in line with your current diet and goals. I love the idea of consuming as many naturally grown
products as possible, but it has to be done with some level of investigation.

Is organic food better for you than non-organic? That’s the word on the street. But, when it comes to making
consistently healthy choices just remember that fruit and veggies are always a better option than potato chips or
cookies – even if the chips and cookies are organic!

ANTHONY WILKINS IS CO-OWNER AND OPERATOR OF ALLOY PERSONAL TRAINING FOR

WOMEN IN SUWANEE, GA.
http://www.alloypersonaltrainingcenter.com/organically-speaking/

Guide Questions
1. Have you heard of the word organic?
2. What do you already know about the word organic?
3. What do you think are the synonyms of the word “organic”?
4. How does the author define the word organic ?
5. Define the word organic based on the information in the text you have read.
Appendix 4
Give a formal and an informal definition of the following words:

Words Formal Informal

1. Pen
2. White
3. Heart
4. Mathematics
5. Library
6. Mother
7. Water
8. Sleep
9. Christmas
10. Time

Appendix 5:
Complete the table:

FOOD
Classification 1 : Classification 2 : Classification 3:
_____________________________ ____________________________ _____________________________
Examples: Examples: Examples:
1. 1. 1.
2. 2. 2.
3. 3. 3.